When engaging with peers in real work is transformational: Reviewing experiences that shape broader disciplinary attitudes

真实同伴反馈任务的变革性效用：反馈塑造学科态度

主讲人：Christian D. Schunn教授

主持人：高瑛 教授

报告时间：2026年3月9日（星期一）13:30-14:50

报告地点：人民大街校区外国语学院713报告厅

主办单位：外国语学院

英文摘要：The explosion of work on peer feedback has revealed many positive effects, including on student attitudes. However, very little work has explored the effects on different kinds of attitudes or on which specific kinds of experiences with peer feedback seem most influential. Students in a large undergraduate psychology class were asked to record presentations on the implications of one of several possible journal articles related to the course’s core topics and then provide structured feedback on multiple peers’ presentations. Surveys were administered at the beginning and end of the course to assess interest and self-efficacy in psychology, as well as topical and methodological interests (pre) and experiences with peer feedback (post). The peer feedback they gave was systematically coded by hand and with AI support for its content and structure. We find the relatively brief peer feedback experience within the larger course predicted changes in both disciplinary interest and self-efficacy. Further, many aspects of the peer-reviewing situation and experience mattered: whether the presentation aligned with their interests, whether they enjoyed the peer-feedback task, whether they provided suggestions for improvement, and whether they included explanations in their feedback. These findings are useful for a better understanding of the broader nature of learning within peer feedback, as well as for arranging better learning experiences.

中文概要：随着同伴反馈研究的蓬勃发展，其积极效应已得到广泛认识，包括对学生态度的积极影响。然而，极少有研究探讨其对不同类别态度的影响，或探究同伴反馈中的哪些具体体验似乎最具影响力。本研究设置真实的写作和互评任务：要求一门大型本科心理学课程的学生就与课程核心主题相关的期刊论文录制展示视频，阐释其启示，并对多位同伴的展示提供结构化反馈。课程开始前和结束后分别进行了问卷调查，以评估学生对心理学的兴趣、自我效能感，以及具体主题和方法论兴趣，并了解其同伴反馈的体验。研究采用人工与AI辅助相结合的方式，对他们提供的同伴反馈在内容和结构上进行了系统性编码分析。研究发现，在这门大规模课程中，相对短暂的同伴反馈体验能够预测学生在学科兴趣和自我效能感两方面的变化。此外，同伴评议情境和体验的诸多方面均具有影响：展示内容是否与其兴趣相符、他们是否享受同伴反馈任务、是否提供了改进建议，以及反馈中是否包含解释。这些发现有助于更好地理解同伴反馈过程中学习的本质，并为设计更优的学习体验提供依据。

主讲人简介：Christian Dieter Schunn教授是美国匹兹堡大学学习与发展研究中心高级科学家，研究领域主要涉及科学推理与工程设计、STEM学习、技术辅助同伴互动，横跨学习科学，心理学，认知科学和计算机科学等，其研究发表众多，属于名列世界前2%高被引科学家。Schunn教授是美国，德国，瑞士国家科学基金会评委，美国教育心理学，认知科学， STEM国际教育，认知系统研究期刊编委，东北师大客座教授。